FWPS PBIS Tier 1 Module 3 Teaching Expectations

FWPS PBIS Tier 1 Module 3: Teaching Expectations & Creating Lesson Plans December 14, 2016 Courtney Eylander Assistant Principal, Wildwood Shana Watkins Assistant Principal, Mirror Lake Erin Hutchinson, Facilitator of Social Emotional Learning *Training adapted from Lori Lynass, Sound Supports LLC & NWPBIS Network, includes CRPBIS Strategies

FWPS Strategic Plan: PBIS… • Is a signature strategy within Goal 2: The Whole Child • Connects to Pillar 2: Safe Climate & Strong Relationships with Families & Community • Connects to Pillar 4: Data-Informed Continuous Improvement • Can have positive impact on measures of progress: – %of scholars who feel their school is safe and welcoming as measured by a perception survey – % of scholars participating in at least 95% of classroom instructional time • Increased attendance • Decreased discipline incidents

Learning Targets • To understand the purpose behind teaching school wide expectations. • To understand the culturally-responsive aspects of teaching expectations. • Understand the steps to create a behavior lesson plan, including stakeholder input. • Understand ways to establish a classroom agreement or matrix, based on school wide expectations.

Success Criteria • Begin to articulate the purpose and goals around teaching school wide expectations. • Name 2 culturally-responsive PBIS strategies related to teaching expectations. • Begin to draft and consider stakeholder voice in behavior lesson plan design. • Start to develop a plan to support staff in creating classroom agreements/matrix with scholar voice.

Teaching Expectations: Big Idea • Active, explicit teaching of school wide expectations: • Clarifies concepts for scholars and adults • Allows for practice and performance feedback • Reduces misunderstandings for regarding what is appropriate at school • Is preventative & proactive! TFI Cultural Responsiveness Companion

Why Develop a System for Teaching Behaviors?

Why Develop a System for Teaching Behavior? • Behaviors are prerequisites for academics • Procedures and routines create structure • Repetition is key to learning new skills: • For a child to learn something new, it needs to be repeated on average of 8 times • For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong) • Teaching expectations is a part of Social Emotional Learning (SEL)

Behavioral Errors • More often occur because: § “Skill Deficits”: Scholars do not have appropriate skills § Lack of instruction: Scholars have not been taught specific procedures and routines § Lack of generalization: Scholars do not know when to use skills & are not taught in context (setting) § Relevance: Skills that are expected are not developmentally or culturally- appropriate

A Comparison of Approaches to Academic and Social Problems We Assume: • Scholar learned it wrong • Scholar was (inadvertently) taught it the wrong way Next We: • Diagnose the problem • Identify the misrule/ reteach • Adjust presentation. Focus on the rule. Provide feedback. Provide practice and review Finally We Assume: • Scholar has been taught skill • Will perform correctly in future We Assume: • Scholar refuses to cooperate • Scholar knows what is right and has been told often Next We: • Provide a “punishment” • Withdraw scholar from normal social context • Maintain scholar removal from normal context Finally We Assume: • Scholar has “learned” lesson and will behave in future • Colvin, 1988

Why is teaching expectations necessary in creating a safe, consistent school climate?

CRPBIS: Teaching Expectations • Lesson plans used to explicitly teach behaviors • Use examples, non-examples, demonstration, modeling, and scholar practice • Use multiple teaching strategies for scholar understanding that are culturally-responsive • Teach at beginning of school year and integrated into classroom throughout school year CRPBIS Implementation Rubric, PBIS Indiana

PBIS Video- Teaching Expectations • Creating the Culture of Change Jot down: 1) New strategies 2) Something that pushes your thinking

Teaching Expectations: Additional Strategies • Teach at the start of the year, after long breaks, and review when needed • Define and offer a rationale for each expectation • Describe what the behavior looks like • Re-teach the expectations often • Reinforce desired behavior Source: Washbrun S. , Burrello L. , & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

Additional CRPBIS Strategies • Team ensures staff understand need for explicit teaching of school wide expectations • Staff explicitly teach differences (i. e. codeswitching) between school and home expectations, including purpose of expectations at school • Teams seek feedback on relevancy of lesson plans from staff, scholars, and families TFI Cultural Responsiveness Companion

Why is an equity lens critical when implementing CRPBIS? What would happen if you took culturally responsive out of CRPBIS?

Respectful Cleaning up after ourselves Being inclusive Eating in a timely manner Being where we are supposed to be Putting extra food on the share table Cafeteria Engaged Being on task Giving eye contact Having a positive attitude Greeting others Being mindful of others Getting to know people Resilient Self-regulating Being a leader Being thankful Recycling even if the bin is far away Having patience with lines, the others, and the environment Federal Way High School

Identify Initial Teaching Locations What areas of campus or times of day seem most likely for problem behaviors to occur? – Scholar perceptions- increase voice, ownership, sense of safety – Staff perceptions- understand need, increase buyin, and sense of working together – Use of discipline data- important to keep ongoing data for objectivity! • Data allows staff to see improvements over time

Using Data to Make Decisions about Teaching & Reviewing Expectations Incident Count by Location

Using Data to Make Decisions about Teaching & Reviewing Expectations Incident Count by Month

Using Data to Make Decisions about Teaching & Reviewing Expectations Incident Count by Top Behaviors

Creative Ideas: “Putting it into Practice” • Expand lesson plan ideas throughout the year and in subsequent years • Provide scholars with a script (actions and words) for practice purposes • Teach behaviors in settings where behaviors occur • Have classes come up with unique ideas to review expectations (scholar projects, bulletin boards, skits, songs, etc…) • Recognize staff for creative activities • Video scholars role-playing to teach expectations and rules and show to scholars as part of lesson • Use community circles, a Restorative Practice, to teach, re-teach, or review school wide expectations

What is purpose of Behavior Lesson Plans? • Gives staff a common teaching tool • Allows for consistency in explicit teaching of expectations • Is equitable- all scholars and staff given same information

Designing a Behavior Lesson Plan § Step 1: Select the area to be taught § Areas are taken directly from the behavioral matrix § Select initial areas based on the trends in your data § Step 2: Write the lesson plan for a specific area/location § Introduce the expectation (i. e. Be Safe) § Demonstrate the behavioral skills of the expectation as related to the specific location (i. e. Be Safe in Hallway: Walk, Face Forward, Stay to the Right) § Step 3: Tell Why Expectations are Important § Example: The expectation and related behaviors allow everyone to move through hall safely and get to class on time.

Designing a Behavior Lesson Plan • Step 4: Demonstrate with Examples and Non. Examples – Only staff models non-examples, what NOT TO DO (i. e. running, bumping into each other, walking “distracted”- eyes on phone) – Scholars model examples or what TO DO • Step 5: Provide Opportunities for Practice (Examples below) – – Scholars make a hallway behavior video Scholars practice hallway behavior before leaving class Desired behavior acknowledged; scholars re-taught when needed Provide opportunities for problem-solving hallway behavior as needed

Remember! Engage scholars to help come up with solutions and common practices around teaching expectations. What are some ways to include student voice in teaching of expectations?

Staff & Scholar Voice in Teaching Expectations Staff Voice • Co-create lessons during training • Include paraeducators or those who supervise unstructured settings • Consider primary, intermediate lesson plans for elementary • Include appropriate scaffolding for students with ELL, and/or special education Scholar/ Family Voice • Invite scholars/ families to participate in PBIS training • Scholars/ families represented on PBIS team for input & feedback on lesson relevancy • Older scholars involved in teaching younger scholars • New scholar orientation

Teaching Expectations 30 Minutes • Review the 4 th Yellow Worksheet: – Discuss & Design 2 -3 Lesson Plans In Your Group Using The Template Provided – Decide How Your Expectations Will Be Taught School-wide – Develop A Calendar For Teaching Expectations & Re-teaching Throughout the School Year – Discuss & Write Down Needed Action Items For Teaching Expectations & Working with Staff on Lesson Plan Development

Examples of Teaching Expectations • FWHS Respect in Cafeteria • River Bluff CREW Tardy Video https: //www. youtube. com/watch? v=hm. Aubu. Y 0 j X 4 • PBIS Lunchroom Expectations https: //www. youtube. com/watch? v=Ax. Hbp. ROp Wg. Q

Common Pitfalls – Teaching Expectations What do you think? • • • No Clear System - Plan and Schedule Lesson Plans Not Created No Use of Pre-correction Not Agreed Upon By All Staff Data Not Being Used for Decision Making Scholars Are Not Bought In

CRPBIS Teaching Expectations Non-Examples: • Staff remind scholars about expectations without explicit instruction • Staff teach that behaviors that are inappropriate in school are “wrong, ” even when they may be appropriate in other settings • Staff deliver corrective consequences without first explicitly re-teaching expectations • Staff expect that families will teach the school expectations to scholars TFI Cultural Responsiveness Companion

Personal Matrix Expectation At SCHOOL it looks like… At HOME it looks like… In my NEIGHBORHOOD it looks like… Be Safe • Keep hands and feet to self • Tell an adult if there is a problem • Protect friends and family • Don’t talk back • Stick up for your friends • Don’t back down • Look the other way Be Respectful • Treat others how you want to be treated • Include others • Listen to adults • Do exactly what adults tell you to do • Don’t stand out • Don’t bring shame • Text back within 30 seconds • Be nice to friends’ parents • Share food Be Responsible • Do my own work • Personal best • Follow directions • Clean up messes • Help your family out first • Own your mistakes • Share credit for successes • Have each other’s backs • Own your mistakes • Check in about what to do TFI Cultural Responsiveness Companion

Specific Expectation: Example During independent seat work at school, the expectation is for me to work quietly by myself. At home this looks like… At school this looks like… Questions I have about how it looks at school… Get a snack Sit at my desk Go to the kitchen table Use a volume level of “ 1” How do I know I’m doing it right? Follow the directions Try every problem Ask my brother if I need help Work until the teacher says to stop Go play when done What do I do when I’m done?

Stakeholder Engagement • Staff- need buy-in and involvement to teach expectations • Scholars- need opportunities to learn, practice, and model expectations (developmentallyappropriate) • Families- need communication of the school expectations to know what scholars are learning

Kick-off § Staff Kick-off – Conducted during staff PD/retreat days or staff meetings – Communicate implementation steps – Demonstrate behavioral lesson plans to staff § Scholar Kick-off – Conducted at the beginning of school – Rotations or teaching by class period – Scholar ownership/ leadership § Family/Community Kick-off – Participation of family/community members (inform, engage, partner) – Informed at the beginning of school – PBIS learning opportunities/courses offered on general PBIS materials – Example: what is PBIS, how to incorporate school-wide expectations into the home, creating a matrix for home

Discussion – Action Planning 10 Minutes • What are the next steps you need to take with staff, families, scholars, etc. around teaching expectations? – Determine any further action steps as a team.

PBIS: School-wide & Classroom School-wide Practice • Behavior matrix created for what expectations look/ sound like in common areas • Lesson plans on common area expectations are developed and taught to students Classroom Practice • Classroom matrix developed for what expectations look/ sound like in each classroom – Co-created with scholar voice/input • Explicitly teach and review routines, transitions, and classroom procedures Main take-away: scholars provided multiple opportunities to learn and practice expectations in each school setting.

Constructing the Behavior Matrix (Classroom Version) • Behavior matrix identifies specific scholar behavior to meet class-wide expectations during activities • Provides teachers language for giving behavioral feedback to scholars on expectations • Uses positive statements *Adapted from Lisa Hoyt, Ph. D. , presentation: Strategies for Responding to Challenging Behavior: PBIS in the Classroom

Scholar Voice • Actively teach and discuss expectations across the classroom • Ask scholars: – What should the expectations look like in our classroom? – What do you want our classroom to be like? • Develop classroom agreement and/or behavior matrix together. Post it to refer back to. – May choose to use classroom community circle to create classroom matrix.

Additional Resources: • District PBIS Lesson Plans – J (storage) drive PBIS folder PBIS Lesson Plans • Code-Switching sample lesson: http: //www. teach 4 real. com/2011/01/12/lesson-plan-urban-identity/

Next PBIS Training Module: • Wed, Jan 25, 4 -6 pm @ ESC 104 – Topic: Acknowledgement & Feedback Systems – Please bring back your Tier 1 training packet • Please contact Erin Hutchinson with any questions or support in turnkey trainings with staff. • Access to Canvas: https: //fwps. instructure. com/login/ldap All FWPS enrolled in Positive Behavioral Interventions & Support Course